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All Journal Journal on Education Jurnal Paedagogy International Journal of Social and Management Studies (IJOSMAS) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Agama Buddha dan Ilmu Pengetahuan
Budi Utomo Ditthisampanno
Sekolah Tinggi Ilmu Agama Buddha (STIAB) Smaratungga
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Mindfulness and Emotional Intelligence as Predictors of Self-Efficacy in High School Students Nie Lie; Heru Suherman; Budi Utomo
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 2 (2025): June
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i2.14917

Abstract

This research aims to explore the potential of mindfulness and emotional intelligence as predictors of self-efficacy among high school students. A quantitative approach using a correlational design was employed, with 68 grade XI students at Bodhicitta Buddhist High School in Medan selected through purposive sampling. Data were collected using the Five Facet Mindfulness Questionnaire (FFMQ), Emotional Intelligence Scale, and General Self-Efficacy Scale (GSES). Multiple regression analysis revealed that emotional intelligence significantly influenced self-efficacy (p = 0.000), while mindfulness showed no significant effect (p = 0.067), although it exhibited a strong correlation (r = 0.659). The coefficient of determination (R² = 0.628) indicates that mindfulness and emotional intelligence collectively explain 62.8% of the variability in self-efficacy, while other factors account for 37.2%. The findings highlight that emotional intelligence is the dominant predictor of self-efficacy, whereas mindfulness is supportive. Given these results, emotional intelligence training is recommended as a key strategy for enhancing students' self-efficacy, while structured and long-term mindfulness interventions may further complement this development. The findings provide valuable insights for emphasizing the necessity of a holistic educational approach, blending emotional intelligence training with mindfulness-based strategies to enhance students' psychological resilience and academic success.
Co-Authors Devi Muslianty Devy Muslianty Heru Suherman Joko Adi pradana Khie Khiong Nie Lie Yudi Surono